Erik Collins January 21, 2010 LATIN 4770: Methods and...

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Erik Collins

January 21, 2010

LATIN 4770: Methods and Materials for Teaching Latin

Professor R. A. LaFleur

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Erik Collins Dr. Rick LaFleur LATN 4770

Table of Contents

3: Preface

4: Statement of Teaching Philosophy

6: Teaching Improvement plan

7: Resume

9: Artifacts: instructional material & assessments

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Preface

This portfolio contains materials I used in my Latin 1 classes at Allentown HS, NJ and Mercer

County Community College during the fall of 2009. The lesson plans and reflections are geared

toward the high school, though I used most of the materials here at MCCC in a way that was quite

similar, if somewhat abbreviated and more cursory.

My resume and teaching philosophy are followed by two days of lesson plans for Capitulum VI of

Oerberg’s Lingua Latīna. I learned Latin via Lingua Latīna and love using it with my students, but its

demands of diligence and creativity continue to challenge me to better understand the language, the

learning process, and language learners. This is my third time using the book as a teacher, but my

courses are very much works in progress. Following the lesson plans are reflections and some of the

materials used in the lessons. Also included are a TPR scenario adapted for Oerberg, designed to be

used on the first day of Latin 1; and a dialogue on buying a villa which students can read, understand

and perform after Capitulum VIII. Additional lesson plans (which I used during Capitulum VIII)

and a plan for self-improvement follow.

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Statement of Teaching Philosophy

In teaching Latin I focus on the language while keeping an eye on the big picture, which for me is

developing the intellectual curiosity of my students. I teach mostly beginning levels of Latin at

Allentown High School, NJ, and Mercer County Community College. I choose the beginning levels

whenever possible because I am fascinated by the process of learning a language, and each year I can

observe and influence that process anew. As I help students face the new, exciting, intimidating and

frustrating challenge of learning a language, I coach, encourage, and admonish them, finding ways

for them to understand the material and to mature into capable learners.

Although my goal is for my students to read Latin fluently and take great pleasure where students

are successful, I concern myself with each student’s development, including those who struggle with

the language. The student who struggles or is unwilling to learn is the challenge that keeps me

working hard to develop new materials and creative lesson plans. When lesson plans and materials

are not enough, I work to find new ways to connect with students, to encourage and motivate them,

and to help them deal in a positive way with frustrations and failure. I strive to create a warm

classroom atmosphere, a class students look forward to, where they feel comfortable taking risks.

To optimize my courses for all my students and to leave room for reflection and adjustment, I keep

my syllabus flexible, rather than reusing a lesson plan from last year or from another teacher.

Although Latin can be effectively taught in a variety of ways, I prefer an active approach in which

students learn not only to read fluently but also to write, to hear and to speak the language. Being

able to process the sounds of another language and learning to take risks in producing a foreign

language are immensely useful skills – skills that a student should not miss simply for having chosen

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Latin. They are also essential for getting an intuitive sense of the language, a necessary tool for

reading fluently. By both helping students learn the language and teaching them how to learn, I

strive to deliver Latin’s promise of a well-rounded education.

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Teaching Improvement Plan I strive to become a better teacher with each new unit and within each unit, as I reflect on how best

to teach and as I make adjustments. I plan to have myself videotaped teaching a class, to see what

areas could most use improvement. I suspect I will find I should be calling on a greater variety of

students, smiling more, and speaking in Latin more often. In general, my teaching will be improved

the more I speak Latin in class, and to this end I plan to attend the Conventiculum Dickinsoniense

in July 2010, where I will work on my spoken Latin proficiency. I plan to continue to reach out to

veteran teachers at workshops such as the Oerberg workshop I attended in the summer of 2009, and

by communicating with my peers I plan to keep refreshing my teaching methods.

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Erik J. Collins [email protected]

Education

Temple University, Philadelphia, PA BA, Honors, Classics and English, May 2003 GPA 3.79 Foreign Language courses taken at Temple:

Latin: 8 semesters with 7 grades of A Greek: 7 semesters with 6 grades of A Italian: 2 semesters and 4 months living in Italy French: 3 semesters

Graduate level Education course: Methodologies in Foreign Language Education Temple chapter of Eta Sigma Phi (Classics Honors Society), President, Fall 2002

Temple University James E. Beasley School of Law, Philadelphia, PA 43 Credits postgraduate study in law, 2005-2006

Professional Certifications

NJ Provisional Certificate: Teacher of Latin May 2007 – current Currently enrolled in NJ Alternate Route Program

Experience

Mercer County Community College, NJ January 2009 – current Latin Adjunct Instructor Revived program, increasing enrollment and reintroducing Latin level 3 Allentown High School, Allentown, NJ September 2007 – current Latin Teacher Teaching Latin levels 1 – 4 Introduced text (Hans Oerberg’s Lingua Latina Per Se Illustrata) to the Latin program Advised student founders of Latin Honors Society East Brunswick Public Schools, East Brunswick, NJ Latin Teacher January – June 2007 Teaching Latin levels 1 – AP Vergil, grades 8 through 12 AP Latin: 40% of students earned a score of 5; 20% scored a 4; 20% scored a 3 Text: Cambridge Latin Course Agnes Irwin School, Rosemont, PA Substitute Latin Teacher October 2006 – December 2006 Taught Latin at all 5 levels offered by the school as needed Temple University, Philadelphia, PA Latin Tutor September 2001; January – December 2003 Tutored first- and second-level Temple University students in Latin Temple University Project SHINE, Philadelphia, PA Volunteer English language Tutor September 2001 – December 2002 Tutored Chinese immigrants aged 50 and older in Philadelphia’s Chinatown.

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Professional Organizations

American Classical League 2006-2007

Interests and Skills

Languages: Proficient in reading and translation—Latin, Greek Semi-proficient—Italian, French, Spanish, Swedish

Latin conversation group at Temple University, Philadelphia, PA Member September 2006 – current Museum Singers (American Swedish Historical Museum), Philadelphia, PA Member Spring 2006 – current Choir specializing in traditional and historical Swedish songs, performing several times annually.

Erik Collins

January 21, 2010

LATIN 4770: Methods and Materials for Teaching Latin

Professor R. A. LaFleur

Portfolio: Artifacts (sample lesson plans and materials)

Sample lessons: 2 days of Oerberg’s Lingua Latīna, Capitulum VI. Day 1: Objective:

Introduce prepositions with the accusative, in particular ab & ad; students will be able to form sentences using these prepositions

Introduce tam & quam; students will be able to use this construction in their own sentences Procedure:

Salvē, etc

Read page 41 o Chorally o Comprehension questions (oral) o Ask questions based on the map of Italy

Ask questions in Latin, referring to students: Estne Spartacus prope Camillam? Etc.

Powerpoint: Roman towns via google maps (showing the Roman city plan in Placentia, Florentia, Comum, etc)

Tam quam beauty contest: students rank images using tam . . . quam

Ask questions in Latin, referring to students: Estne Spartacus tam altus quam Camilla?

Break

Read page 42 o Chorally o Comprehension questions (written & oral)

List prepositions seen in the reading & the cases they take. o Note especially that ab = away from, uses the ablative; ad = towards, uses accusative

TPR: o Ī ab Spartacō ad Camillam! Ī ab Camillā ad Spartacum! (first I give commands, then

students) o Portā librum eius ab ___ ad ___! Portā mēnsam tuam ab ___ ad ___! o Ask: Unde venit? Quō it?

Map: Circus Maximus, Palatine: students use prepositions to describe the items on a model of the area from the Circus Maximus to the Amphiteātrum Flāvium (post, prope, etc)

o Ppt: Circus Maximus, Palatine (images of the items shown on the map)

HW: Exercitia (choose the correct ablative or accusative ending) Day 2: Objective:

Introduce the Locative, the ablative of separation and the accusative of direction; students will be able to use these in their own sentences

Procedure:

Salvē, etc. Estne Spartacus prope Camillam? Etc. Estne Spartacus tam altus quam Camilla?

Review: o Review page 41, answer oral questions based on map o Powerpoint: Via Appia o Review page 42

Especially quō, unde o List prepositions o Map: oppidum (from Traupman‟s Latin is fun): students use prepositions to describe the

items on the map

o Review HW

Exercitia

Read page 43 o First paragraph

Read (choose volunteer to read aloud; then reread silently)

Iūlius servōs malōs baculō verberat: first, demonstrate this concept (Magister mēnsam baculō verberat), then explain that baculō in the ablative because you are using it, and have students describe what you are doing as you beat the table using a pen, chalk, etc. [NB: the ablative of means is seen for the first time in this chapter, but not formally introduced apart from its use with passive verbs]

amīcus Mēdī (Estne Camilla amīca Spartacī? Suntne amīcī? Suntne inimīcī?) o 46 – 51

Intro to locative

Have students give the meaning of “Estne in oppidō Tūsculō? Mēdus Tūsculī nōn est neque Rōmae est Mēdus, sed in viā Latīnā,” then ask why they translated it like that even though it doesn‟t say „in Tūsculō‟ --- lead them to note that Tūsculum & Rōma are cities/towns.

“Unde venit Mēdus? Mēdus Tūsculō venit.” Ask students give the preposition they would have expected before Tūsculō

“Mēdus Rōmam it.” Same as above.

Explain that Tūsculī, Rōmae are Locative, & that with “Tūsculō Rōmam it” prepositions aren‟t needed

TPR: Write the names of Roman towns on the board, & command students to walk to & from them. Then have students command each other.

Ubi est Gualthērius (powerpoint with Waldo at different towns on a map of Italy: students respond with the locative form)

Help Totila ravage Italy (worksheet/guided composition): writing in Latin, students direct Totila from town to town using Italy‟s road network. (model sentence: Totila Placentiā Arīminum viā Aemiliā it)

HW: finish Totila worksheet

Reflections on the lesson: Capitulum 6 of Oerberg‟s Lingua Latina teaches students the passive voice in a rather unorthodox way. First students are introduced to prepositions with the accusative; then to the locative, the ablative of separation and the accusative of direction; and finally to the passive voice. This is the first year in which I have felt I had success with this chapter. Previously students were confused by the locative, and before they had worked through it, they had begun to learn the passive voice. In the end I found myself teaching both concepts independently of each other and independently of the text. This year we worked at a slower pace, and I really stressed the prepositions at the beginning of the chapter, in particular ab and ad, rather than thinking of that as the „easy‟ part of the chapter. Students still found the locative rather challenging, but it came much more naturally in the context of the accusative of direction and ablative of separation, which themselves seemed like „ab‟ and „ad‟ phrases minus the preposition. Rather than proceed to the passive voice, I gave students a quiz on the chapter up to that point, which gave them a chance to let it all sink in. The payoff came with the passive voice, which my students found easy – they had already begun to see the versatility of the case system, and shifting from writing active to passive sentences was relatively simple conceptually.

What I would like to work on is making my presentation of this chapter a little more interesting. There is not much of a narrative to the text, and at times I really had to prod my students, giving them pop quizzes to keep them attentive. They enjoyed the TPR, and they liked my powerpoints, but the possibilities for TPR was limited, and a powerpoint cannot go on too long. The „tam quam beauty contest‟ was also fun for them, but it was only one activity in a two-week chapter. I found myself breaking up my 90-minute periods with unrelated myths.

Sample Lesson: Lesson plans for Capitulum VIII of Oerberg’s Lingua Latīna Objective: Read lines 36 – 47 of Chapter 8; practice vocabulary; practice relative clauses with cuius

Procedure:

Conversational review

Read lines 36 – 47 o Have students read aloud; then comprehension questions (Latin & English)

Cuius, quōrum/quārum sentences o Cuius est? o Draw Aemilia, Lydia, Mēdus, Iūlius as couples. Have students describe each person o Aemilia, cuius vir pecūniōsus est, multa ōrnāmenta habet. o Lydia, cuius vir pecūniōsus nōn est, multa ōrnāmenta nōn habet. o Mēdus, cuius sacculus est vacuus, ōrnāmenta nōn emit. o Iūlius, cuius sacculus vācuus plēnus est, multa ōrnāmenta emit. o Aemilia, cuius vir foedus est, lacrimat o Lydia, cuius vir fōrmōsus est, eum amat

Delīnā (a variation on dictation, where students draw what I describe): o Tabernam

Mensam in tabernā.

Māla et bananās in mēnsā.

Post mēnsam, delīnā tabernārium in tabernā, quī māla et bananās vendit.

In hāc tabernā, māla et bananās venduntur. Tabernārius māla et bananās vendit.

Tabernārius ūnam bananam et ūnum mālum tenet.

Tabernārius clāmat, “māla et bananae!” Delīnā tabernārium quī clāmat, “māla et bananae!”

Ante hanc tabernam, delīnā viam.

Delīnā simiam quae saltat in hāc viā, et quae duās bananās habet. o Prope hanc tabernam, delīnā aliam tabernam.

Delīnā mēnsam in tabernā.

Delīnā ōrnāmenta in mēnsā: delīnā līneās, anulōs, gemmās.

Post mēnsam, delīna tabernārium in tabernā, quī ōrnāmenta vendit.

In hāc tabernā, ōrnāmenta venduntur. Hic tabernārius līneās et anulōs et gemmās et margarītās vendit.

Tabernārius līneam tenet.

Tabernārius ūnum ānulum cum gemmā tenet.

Tabernārius clāmat, “Emite ōrnāmenta! Ōrnāmenta fēminārum!”

Delīnā viam ante hanc tabernam.

Delīnā virum quī ambulat in viā prope tabernam in quā tabernārius ōrnāmenta vendit.

Delīna saccum magnum quem vir habet.

Hic vir est tristis.

Delīnā fēminam cum virō, quae tabernam digitō mōnstrat. Haec fēmina laeta est.

Haec fēmina clāmat, “Cōnsiste, vir! Aspice tabernam! Ecce ōrnāmenta pulchra!”

Vocab review (quiz tomorrow)

Self-reflection:

This chapter, which includes a story about a man and a woman at a jewelry shop, introduces the pronouns hic, ille, and the relative pronoun. The relative pronoun is the trickiest of these to get used to, so I had students write several sentences each day using a relative pronoun in a different case (by now students are familiar with at least one use of each case). This seemed to be much more digestible than the previous way I had taught this material, which was to have students divide sentences that included a relative clause; some students were able to handle the more grammatical approach and probably got more out of it than this new approach, but the majority of students were lost. With this new sentence model approach, most students found it relatively easy to write sentences with relative clauses, and afterwards had little trouble understanding the relative pronouns they encountered.

I have also been finding it more effective to use picture prompts (in this case a drawing on the board, at other times a drawing on a handout) to get students to write a particular type of sentence, than to have students approach Latin composition in a more abstract way. With the previous chapter, for example, students performed excellently at writing sentences using the dative case when a picture was in front of them; but when I asked them to translate from English to Latin, far fewer students were successful. I suppose that if the students were to eventually become proficient at writing in Latin under any circumstances, they would be better off for it, but I imagine that either method will get students to understand what they read and recognize case forms they see, and would rather accept what they can do and move on.

Lingua latina I mihi nomen est: Dies:

Qui vir est pulcherrimus?

Maximus Cassius Philippus Aulus Aemilius

I.

II.

III.

IV.

Quae femina est pulcherrima?

Minerva Valeria Fortuna Sulpicia Cleopatra

I.

II.

III.

IV.

Lingua Latīna I Nōmen mihi est: Diēs: Answer Latin questions in Latin; otherwise, answer in English. Each question is 7 points; 100 points total.

Locatīvus Flāvius, servus Traiānī, in viā Aurēliā est inter Genuam et Rōmam. Flāvius viā Aurēliā Rōmā Genuam it. Cūr

Rōmā venit? Quia dominus eius, Traiānus, Rōmae habitat – neque Flāvius est amīcus dominī, quī servōs malōs

baculō verberat! Cūr Flāvius Genuam it? Genuam it, nam Evānder, pater eius, Genuae habitat.

1. Quis est Flāvius?

2. Ubi est Flāvius?

3. Unde venit Flāvius?

4. Cūr?

5. Suntne Flavius et Traiānus amīcī?

6. Quō it Flāvius?

7. Cūr?

8. Ubi habitat pater Flāviī?

9. In what case is Genuam (not the one in the

first sentence)?

10. Why?

11. In what case is Rōmā?

12. Why?

13. In what case is Genuae?

14. Why?

Lingua Latīna I Nōmen mihi est: Diēs:

Answer Latin questions in Latin; otherwise, answer in English. Each question is 7 points; 100 points total.

Locatīvus

Flāvius, servus Traiānī, in viā Aurēliā est inter Genuam et Rōmam. Flāvius viā Aurēliā Rōmā Genuam it. Cūr Rōmā venit?

Quia dominus eius, Traiānus, Rōmae habitat – neque Flāvius est amīcus dominī, quī servōs malōs baculō verberat! Cūr

Flāvius Genuam it? Genuam it, nam Evānder, pater eius, Genuae habitat.

1. Quis est Flāvius? Flavius est servus Traiānī.

2. Ubi est Flāvius? Flāvius in viā Aurēlia est/

Flāvius inter Genuam et Rōmam est.

3. Unde venit Flāvius? Flāvius Rōmā venit.

4. Cūr? Dominus eius Rōmae habitat.

5. Suntne Flavius et Traiānus amīcī? Flāvius et

dominus amīcī nōn sunt.

6. Quō it Flāvius? Flāvius Genuam it.

7. Cūr? Nam pater eius Genuae habitat.

8. Ubi habitat pater Flāviī? Pater eius Genuae

habitat.

9. In what case is Genuam (not the one in the first

sentence)? Accusative

10. Why? Flāvius is going there

11. In what case is Rōmā? Ablative

12. Why? Flāvius is coming from there

13. In what case is Genuae? Locative

14. Why? Evander is there

Lingua Latīna I Nōmen mihi est: Diēs: Prepositions

Scrībe Latīnē (each phrase is 7 points; 100 total):

1. around Mārcus

2. away from Mārcus

3. behind Mārcus

4. between Mārcus and Lūna

5. far away from Camilla

6. in front of Camilla

7. in Italy

8. near Italy

9. out of Italy

10. towards Italy

11. on the via Flāminia

12. with Elissa

13. without Elissa

14. through the city gate

Preposition bank:

ab/ā

ad

ante

apud

circum

cum

ex/ ē

in

inter

per

post

procul ab/ā

prope

sine

Lingua Latīna I Nōmen mihi est: Diēs: Prepositions

Scribe Latīnē (each phrase is 7 points; 100 total):

1. around Mārcus circum Mārcum

2. away from Mārcus ā Mārcō

3. behind Mārcus post Mārcum

4. between Mārcus and Lūna inter Mārcum et

Lūnam

5. far away from Camilla procul ā Camillā

6. in front of Camilla ante Camillam

7. in Italy in Italiā

8. near Italy prope Italiam

9. out of Italy ex Italiā

10. towards Italy ad Italiam

11. on the via Flāminia in viā Flāminiā

12. with Elissa cum Elissā

13. without Elissa sine Elissā

14. through the city gate per portam

Preposition bank:

ab/ā

ad

ante

apud

circum

cum

ex/ ē

in

inter

per

post

procul ab/ā

prope

sine

Lingua Latīna I Nōmen mihi est: Diēs: Sententiae ūtilēs eī quī vīllam quaerit.

1. Emptor: Vīllam emere volō. (emere = to buy; volō = I want)

Vēnditor: Ecce haec vīlla pulchra.

2. E: Quantum est pretium huius vīllae?

V: Haec vīlla centum mīlle sēstertiīs cōnstat.

3. E: Quot cubicula habet haec vīlla?

V: Sunt tria cubicula in hāc vīllā.

4. E: Quot latrīnās habet haec vīlla? (latrīna = bathroom)

V: Sunt duae latrīnae magnae in hāc vīllā.

5. E: Estne hortus?

V: Etiam. Aspice ē fenestrā hortum pulchrum et magnum.

6. E: Estne piscīna? (piscīna = pool)

V: Piscīna nōn est.

7. E: Haec vīlla est pulchra!

V: Etiam, vīlla pulchra est.

8. E: Haec vīlla est foeda!

V: Hoc cubiculum haud pulchrum est, sed aspice alia cubicula . . .

9. E: Haec vīlla est nimis parva!

V: Sed tantum centum mīlle sēstertiīs cōnstat . . .

10. E: Haec vīlla est satis magna.

V: Etiam, satis magna est vīlla.

11. E: Haec culīna est nimis parva!

V: Immō magna est culīna!

12. E: Haec culīna est satis magna. (culīna = kitchen)

V: Etiam, culīna est magna.

13. E: Haec vīlla est nimis procul ab oppidō.

V: Procul ab oppidō! Immō prope oppidum est!

14. E: Haec vīlla est in mediō oppidō.

V: Etiam, in mediō oppidō est.

15. E: Sunt blattae in hāc vīllā! (blatta = cockroach)

V: Quid? Ea nōn blatta, sed mūsca parva est. (mūsca = fly)

16. E: Sunt mūrēs in hāc vīlla! (mūs = mouse)

V: Quī mūrēs? Mūrēs nōn videō . . .

17. E: Hanc vīllam emere velim. (velim = I would like)

V: Bene! Ecce argentārius . . . (argentārius = banker)

18. E: Necesse est mihi cogitāre. (cogitāre = to think)

V: Bene, sed sunt multī aliī emptōrēs . . .

19. E: Grātiās agō, sed hanc vīllam nōlim. (grātiās agō = thank you)

V: Concēdō. Aliae vīllae pulchrae nōn procul absunt . . . (concēdō = I agree)

Lingua Latīna I Nōmen mihi est: Diēs: Exāmen: Capitula 6 – 8

I. Passīvus et Actīvus. Change these sentences from active to passive or vice versa.

1. Mēdus Lydiam amat. _____________________________________________________________

2. Dominus īrātus servum audit. _________________________________________________________

3. Rosae ā Iūliā carpuntur. ______________________________________________________________

4. Iūlius nāsum Syrae timet. __________________________________________________________

II. Singulāris et Plūrālis. Make the entire sentence plural or v.v.:

1. Ancilla ā servō amātur. ______________________________________________________________

2. Servus prope vīllam dominī nōn est. ____________________________________________________

3. Servus rosam ancillae dat. ___________________________________________________________

III. Lēctiō I. Answer Latin questions in Latin; otherwise, answer in English.

Procul ā dominō et servīs est Mēdus, servus malus quī viā Latīnā ab villā Iūliī Rōmam it. Via Latīna est

longa, sed Mēdus fessus nōn est, nam is Rōmam ad Lydiam amīcam it. Lydia, pulchra amīca Mēdī, Rōmae

habitat. Lydia Mēdum amat et ab eō amātur. Itaque Mēdus laetus est et cantat: “Amīca mea tam pulchra est

quam līlium!” Mēdus autem sōlus est, et id quod cantat ā Lydiā nōn audītur.

Cūr Mēdus procul ā dominō abest? Procul abest, nam is dominum timet. Dominum timet, nam dominus

servōs malōs baculō verberat!

1. Ubi est Mēdus?

2. Cūr Mēdus fessus nōn est?

3. Ubi habitat Lydia?

4. How beautiful is Lydia, according to Mēdus?

5. Auditne Lydia id quod Mēdus cantat?

6. Cūr Mēdus dominum timet?

7. In what case is „baculō‟ (last line)?

8. Why is it in that case?

IV. Lēctiō II. Answer Latin questions in Latin; otherwise, answer in English.

Aemilia in cubiculō suō est cum Dēliā ancillā. Dēlia dominam suam ōrnat: margarītās circum collum Aemiliae

pōnit. Aemilia mūltās margarītās et gemmās pulchrās habet, neque ūnum tantum ānulum, sed decem ānulōs

gemmātōs.

Domina duōs ānulōs gemmātōs sūmit: “Ecce ānulī gemmātī, Dēlia.”

Dēlia: “Ō, quam pulchrī sunt illī ānulī!”

Aemilia ūnum ānulum Dēliae ostendit: “Aspice hunc ānulum! Pretium huius ānulī est mīlle et centum sēstertiī.”

Dēlia: “Id magnum pretium est!”

Dēlia ānulum sūmit et ante ōculōs suōs tenet: gemmam ānulī aspicit.

Dēlia: “In hōc ānulō nōn tanta gemma est quanta in illō.” Dēlia alium ānulum gemmātum digitō mōnstrat.

Aemilia: “Tanta gemma ad tam parvum ānulum nōn convenit. Neque pretium illīus gemmae tantum est

quantum huius. Haec gemma sōla mīlle sēstertiīs cōnstat. Hunc ānulum pōne in digitō meō!”

Ancilla ānulum gemmātum in digitō dominae pōnit. In quō digitō? In digitō quārtō, nam ānulus ad eum digitum

convenit. Aemilia laeta aspicit digitum suum quī ānulō ōrnātur.

1. Quid agit Dēlia (1st paragraph)?

2. Quot ānulōs habet Aemilia?

3. Quot ānulōs Aemilia Dēliae ostendit?

4. Quid est pretium ānulī quem Aemilia Dēliae ostendit?

5. Translate: Dēlia alium ānulum gemmātum digitō mōnstrat.

6. Dēlia alium ānulum dominae mōnstrat. Cūr ille ānulus Aemiliam nōn dēlectat?

7. Quae gemma māior (bigger) est – gemma in ānulō quem Aemilia amat? Gemma in aliō ānulō?

8. Translate: “. . . Neque pretium illīus gemmae tantum est quantum huius. Haec gemma sōla mīlle sēstertiīs

cōnstat. Hunc ānulum pōne in digitō meō!”

9. In quō Aemiliae digitō pōnitur ānulus?

V. Write sentences based on the pictures, using the relative pronoun modeled.

cui

Ex: Fēmina cui Mēdus speculum dat est Dēlia. (Include Mēdus in these sentences!)

1. ____________________________________________________________________________________

2. ____________________________________________________________________________________

cuius

Ex: Fēmina cuius līnea est magna Dorippa est. (For these sentences, focus on the 3 women!)

3. ____________________________________________________________________________________

4. ____________________________________________________________________________________

Translate:

5. Servī quōrum dominus īrātus est timent. ____________________________________________________

____________________________________________________________________________________

6. Ānulus in quō gemma nōn est vigintī nummīs cōnstat. _________________________________________

____________________________________________________________________________________

Lingua Latīna I Nōmen mihi est: ANSWER KEY Diēs: Exāmen: Capitula 6 – 8

I. Passīvus et Actīvus. Change these sentences from active to passive or vice versa.

5. Mēdus Lydiam amat. Lydia ā Mēdō amātur.

6. Dominus īrātus servum audit. Servus ā dominō īrātō audītur.

7. Rosae ā Iūliā carpuntur. Iūlia rosās carpit.

8. Iūlius nāsum Syrae timet. Nāsus Syrae ā Iūliō timētur.

II. Singulāris et Plūrālis. Make the entire sentence plural or v.v.:

4. Ancilla ā servō amātur. Ancillae ā servīs amantur.

5. Servus prope vīllam dominī nōn est. Servī prope vīllās dominōrum nōn sunt.

6. Servus rosam ancillae dat. Servī rosās ancillīs dant.

III. Lēctiō I. Answer Latin questions in Latin; otherwise, answer in English.

Procul ā dominō et servīs est Mēdus, servus malus quī viā Latīnā ab villā Iūliī Romam it. Via Latīna est

longa, sed Mēdus fessus nōn est, nam is Rōmam ad Lydiam amīcam it. Lydia, pulchra amīca Mēdī, Romae

habitat. Lydia Mēdum amat et ab eō amātur. Itaque Mēdus laetus est et cantat: “Amīca mea tam pulchra est

quam līlium!” Mēdus autem sōlus est, et id quod cantat ā Lydiā nōn audītur.

Cūr Mēdus procul ā dominō abest? Procul abest, nam is dominum timet. Dominum timet, nam dominus

servōs malōs baculō verberat!

9. Ubi est Mēdus? Mēdus in viā Latīnā est / Mēdus procul ā dominō abest.

10. Cūr Mēdus fessus nōn est? Mēdus fessus nōn est, nam is ad Lydiam amīcam it.

11. Ubi habitat Lydia? Lydia Rōmae habitat.

12. How beautiful is Lydia, according to Mēdus? Lydia is as beautiful as a lily.

13. Auditne Lydia id quod Mēdus cantat? Id quod Mēdus cantat Lydia nōn audit.

14. Cūr Mēdus dominum timet? Quia dominus servōs malōs baculō verberat.

15. In what case is „baculō‟ (last line)? ablative

16. Why is it in that case? He is using the baculum

IV. Lēctiō II. Answer Latin questions in Latin; otherwise, answer in English. Aemilia in cubiculō suō est cum Dēliā ancillā. Dēlia dominam suam ōrnat: margarītās circum collum Aemiliae

pōnit. Aemilia mūltās margarītās et gemmās pulchrās habet, neque ūnum tantum ānulum, sed decem ānulōs

gemmātōs.

Domina duōs ānulōs gemmātōs sūmit: “Ecce ānulī gemmātī, Dēlia.”

Dēlia: “Ō, quam pulchrī sunt illī ānulī!”

Aemilia ūnum ānulum Dēliae ostendit: “Aspice hunc ānulum! Pretium huius ānulī est mīlle et centum sēstertiī.”

Dēlia: “Id magnum pretium est!”

Dēlia ānulum sūmit et ante ōculōs suōs tenet: gemmam ānulī aspicit.

Dēlia: “In hōc ānulō nōn tanta gemma est quanta in illō.” Dēlia alium ānulum gemmātum digitō mōnstrat.

Aemilia: “Tanta gemma ad tam parvum ānulum nōn convenit. Neque pretium illīus gemmae tantum est

quantum huius. Haec gemma sōla mīlle sēstertiīs cōnstat. Hunc ānulum pōne in digitō meō!”

Ancilla ānulum gemmātum in digitō dominae pōnit. In quō digitō? In digitō quārtō, nam ānulus ad eum digitum

convenit. Aemilia laeta aspicit digitum suum quī ānulō ōrnātur.

10. Quid agit Dēlia (1st paragraph)? Dēlia dominam suam ōrnat.

11. Quot ānulōs habet Aemilia? Aemilia decem ānulōs habet.

12. Quot ānulōs Aemilia Dēliae ostendit? Aemilia ūnum ānulum Dēliae ostendit.

13. Quid est pretium ānulī quem Aemilia Dēliae ostendit? Pretium ānulī est mīlle et centum sēstertiī.

14. Translate: Dēlia alium ānulum gemmātum digitō mōnstrat. Dēlia points to another gemmed ring with her finger.

15. Dēlia alium ānulum dominae mōnstrat. Cūr ille ānulus Aemiliam nōn dēlectat? Quia ille ānulum gemmam nimis

magnum habet.

16. Quae gemma māior est – gemma in ānulō quem Aemilia amat? Gemma in aliō ānulō? (māior = bigger)

Gemma in aliō ānulō māior est.

17. Translate: “. . . Neque pretium illīus gemmae tantum est quantum huius. Haec gemma sōla mīlle sēstertiīs

cōnstat. Hunc ānulum pōne in digitō meō!”

And the price of that gem is not as big as of this one. This gem alone costs 1,000 HS. Put this ring on my finger!

18. In quō Aemiliae digitō pōnitur ānulus? In digitō quārtō pōnitur ānulus.

V. Write sentences based on the pictures, using the relative pronoun modeled.

cui

Ex: Fēmina cui Mēdus speculum dat est Dēlia. (Include Mēdus in these sentences!)

7. Fēmina cui Mēdus ānulum gemmātum dat nāsum longum habet.

8. Fēmina cui Mēdus līneam dat est īrāta.

cuius

Ex: Fēmina cuius līnea est magna Dorippa est. (For these sentences, focus on the 3 women!)

9. Fēmina cuius nāsus est longus Cornēlia est.

10. Fēmina cuius ānulus est gemmātus īrāta est.

Translate:

11. Servī quōrum dominus īrātus est timent. The slaves whose master is angry are afraid.

12. Ānulus in quō gemma nōn est vigintī nummīs cōnstat. The ring in which there is no gem costs 20 HS.

Roman Towns from Space

Lucca (Roman Luca)

Lucca’s amphitheater, with shops built in

Verona. Can you see the modern and ancient city plans?

Florence (Florentia)

Placentia (Piacenza, Italy)

Ticinium (Pavia, Italy)

Pompeii is older (originally Greek),

and its city plan is more irregular

Rome didn’t have a city plan until it was too late to make it orderly.

Here’s the Roman forum and the Colosseum.

Can you see the Colosseum? The two circuses?

The Stadium of Domitian/Piazza Navona, and the Pantheon

Here’s the Piazza Navona looking north, to where the chariots would turn.

The buildings on the sides are built on the foundations of the seating .

Here’s the Colosseum and the Circus Maximus

The Circus Maximus during Live8. The Emperor would have watched

from the buildings in the background.

Here’s where I used to live in Rome.

Como. Do you see the rectangular Roman town? Also, do you see the

boats in the lake?

The boats will take you to towns around the lake (the

black blotch) . . .

Sources

• Slides 1 – 12, 14, 16 – 18: maps.google.com

• Slide 4:

http://k41.pbase.com/u48/rjosborne/large/

35559296.Luccaamphitheatre.jpg

• Slide 13:

http://en.wikipedia.org/wiki/File:Piazza_Na

vona_1.jpg

• Slides 14, 18 – 22: my own photos

Lingua Latīna I Mihi nōmen est: Diēs:

Help Totila the Barbarian ravage Italy! Map out his

itinerary, making use of Italy’s extensive road network.

Remember:

Use the locative when the subject is in a city

o The singular 1st & 2d declension forms of the

locative look just like the genitive.

Use the accusative when the subject is going to a city;

Use the ablative when the subject is coming from a

city (also when you are using something – dominus

servōs baculō verberat)

Q. Ubi est Totila?

A. Est Placentiae.

Q. Quō it Totila?

A. Placentiā Arimīnum Viā Aureliā it.

Q. Quid illīc agit?

A. Oppidum vastat.

Q. Ubi est Totila?

A. _________________________

Q. Deinde quō it?

A. _________________________

____________________________

Q. Quid illīc agit ?

A. Oppidum vastat.

Q. Ubi est Totila?

A. _________________________

Q. Deinde quō it?

A. _________________________

____________________________


A. Oppidum vastat.

Q. Ubi est Totila?

A. _________________________

Q. Deinde quō it?

A. _________________________

____________________________


A. Oppidum vastat.

First day TPR

Vocab:

surgere

cōnsīdere

ambulāre

consistere

salīre

sē vertere

iānua

sella

tābula

fenestra

ad

tardē

cito

1. Intro

You don’t have to say anything: just do what I tell you, or what you think I’m telling you, and you’ll be OK.

You’re not allowed to speak in English until we’re done. Since you don’t know how to ask to use the bathroom, that

automatically means you’ll have to wait for 20 minutes or so until we’re done with this.

I need you to move your desks aside to make a space in the middle, but leave enough room to go to your desks & sit

back down.

Are you ready? Parātī estis?

2. Practice

Ego prīmum, tum vōs.

Surgō.

Cōnsīdō.

Surgō.

Cōnsīdō.

Nunc vōs, discipulī, agite:

Surgite!

Cōnsīdite!

Surgite!

Cōnsīdite!

Satis est. Nunc ego.

Ambulō.

Consistō.

Ambulō.

Consistō.

Ambulō.

Mē vertō.

Ambulō.

Mē vertō.

Ambulō.

Consistō.


Ambulāte!

Consistite!

Ambulāte!

Consistite!

Ambulāte!

Vōs vertite!

Ambulāte!

Vōs vertite!

Ambulāte!

Consistite!


Ambulō.

Consistō.

Ambulō cito.

Consistō.

Ambulō tardē.

Consistō.

Ambulō cito.

Consistō.

Ambulō tardē.

Consistō.


Ambulāte!

Consistite!

Ambulāte cito!

Consistite!

Ambulāte tardē!

Consistite!

Ambulāte cito!

Consistite!

Ambulāte tardē!

Consistite!


Ambulō ad ōstium.

Ambulō ad sellam.

Ambulō ad ōstium.

Ambulō ad sellam.


Ambulāte ad ōstium!

Ambulāte ad sellās!

Ambulāte tarde ad ōstium!

Ambulāte cito ad sellās!

Cōnsīdite!

Surgite!


Consistite!


Consistite!

Vōs vertite!



Cōnsīdite!

Surgite!


Ambulō ad fenestram.

Ambulō ad tābulam.

Ambulō ad fenestram.

Ambulō ad tābulam.


Ambulāte ad fenestram!

Ambulāte ad tābulam!

Ambulāte tardē ad fenestram!

Ambulāte cito ad tābulam!

Ambulāte cito ad sellās!

Cōnsīdite!

Surgite!



Consistite!

Vōs vertite!


Cōnsīdite!

3. Would anyone volunteer to take some orders individually?

4. Now you tell me what to do.

5. Now, I’m going to give a command, and you try to write what you hear.

6. Now it’s time for the quiz.

2d day TPR

Vocab:

mōnstrāre

aspicere

īre

tangere

pulsāre

trudere

dūcere

pariēs

pavīmentum

mēnsa

ab/ā

rursus

1. Review: Students obey commands as group, individually, give commands.

2. New material / practice


Eō ad tābulam.

Eō ā tābulā ad fenestram.

~~mēnsa

~~pariēs

~~ōstium

~~sella

~~tabula

~~fenestra


Surgite!

Īte ad tābulam!

Īte ā tābulā ad fenestram!

~~ mēnsa

~~ pariēs

~~ ōstium

~~ sella

~~ tabula

~~ fenestra


Monstrō . . . .

~~ tābulam.

~~ parietem.

~~ fenestram.

~~ ōstium.

~~ sellam.

~~ mēnsam.

~~ pavīmentum.


Monstrāte . . .

~~ tābulam.

~~ parietem.

~~ fenestram.

~~ ōstium.

~~ sellam.

~~ mēnsam.

~~ pavīmentum.


Tangō tābulam.

Aspiciō fenestram.

Pulsō ōstium.

Trudō mēnsam. (use student table)

Dūcō sellam. (use student chair)

[repeat]


Tangite tābulam!

Aspicite fenestram!

Pulsāte ōstium!

Aspicite fenestram!

Trudite mēnsam!

Dūcite sellās!

Tangite tābulam!

Aspicite fenestram!

Īte ā tabulā ad sellās!

Cōnsidite!

Monstrāte ōstium!

Monstrāte pavīmentum!

Monstrāte parietem!

Monstrāte sellam!

Monstrāte fenestram!

Surgite!

Trudite mēnsam!

Dūcite sellās!

Tangite sellās!

Tangite pavīmentum!

Tangite sellās!

Aspicite fenestram!

Aspicite pavīmentum!

Aspicite tābulam!

Aspicite fenestram!

Aspicite pavīmentum!

Aspicite sellās!

Pulsāte sellās!

Pulsāte pavīmentum!

Trudite mēnsam!

Dūcite sellās!

Tangite sellās!

[do rursus here, repeating some action]

[finish with Īte ā! & day 1 review]





3d day TPR Use for first day with books / notebooks?

Vocab:

aperīre

claudere

sūmere

pōnere

tollere

liber

saccus (bookbag)

oculus

ōs

manus

libellus (notebook)

penna

in + abl

in + acc

ē/ex


2. New material / practice. Tell students to have their books, notebooks, & pens out.


Aperiō ōs.

Claudō ōs.

Aperiō oculōs.

Claudō oculōs.

Aperiō ōs.

Claudō ōs.


Aperīte ōra!

Claudite ora!

Aperīte oculōs!

Claudite oculōs!


Ecce liber.

Aperiō librum.

Claudō librum.

Aperiō librum.

Claudō librum.


Aperīte librōs!

Claudite librōs!

Aperīte librōs!

Claudite librōs!

[have one student open & close the door]


Tollō manum.

Pōnō manum in mēnsam.

Tollō manum.

Pōnō manum in mēnsam.


Tollite manūs!

Pōnite manūs in mēnsās!

Tollite manūs!

Pōnite manūs in mēnsās!


Sumō saccum.

Pōnō saccum in pavīmentum.

Sumō saccum.

Dēpōnō saccum in pavīmentum.


Sumite saccōs!

Pōnite saccōs in pavīmentum!

Sumite saccōs!

Pōnite saccōs in pavīmentum!


Pōnō librum in saccō.

Sumō librum ē saccō.

Pōnō pennam in saccō.

Sumō pennam ē saccō.

Pōnō libellum in saccō.

Sumō libellum ē saccō.

Pōnō librum in saccō.

Pōnō pennam in saccō.

Pōnō libellum in saccō.

Sumō pennam ē saccō.

Sumō libellum ē saccō.

Sumō librum ē saccō.


Pōnite librōs in saccīs!

Sumite librōs ē saccīs!

Pōnite pennās in saccīs!

Sumite pennās ē saccīs!

Pōnite libellōs in saccīs!

Sumite libellōs ē saccīs!


Sumite librōs ē saccīs!

Aperīte librōs!

Claudite librōs!


[finish with review: work in prīmum, tum, postrēmō]

4th day TPR. Students will need bacula, sacculī, nummī, arcae. (Save for Capitulum IV?)


Vocab:

tenēre

capere

verberāre

nummus

baculum

sacculus

arca

ante

post

sub

2. New material / practice


Capiō nummum.

Pōnō nummum in pavīmentum.

Pōnō nummum in mēnsam.

Pōnō nummum in arcā.

Capiō baculum.

Verberō mēnsam.

Pōnō baculum in sacculō.

Sūmō nummum arcā.

Sūmō baculum ē sacculō.


Capite nummōs!

Pōnite nummōs in mēnsās!

Pōnite nummōs in pavīmentum!

Pōnite nummōs in mēnsās!

Capite bacula!

Verberāte mēnsās!

Pōnite bacula in mēnsās!

Capite nummōs!

Pōnite nummōs in arcīs!

Capite bacula!


Pōnite bacula in sacculīs!

Sūmīte nummōs ex arcīs!

Sūmīte bacula ē sacculīs!



Capiō sacculum.

Teneō sacculum post mē.

Teneō sacculum ante mē.

Teneō sacculum ante mēnsam.

Teneō sacculum post mēnsam.

Teneō sacculum sub mēnsam.

Pōnō sacculum in mēnsam.


Capite sacculōs!

Tenēte sacculōs post sē!

Tenēte sacculōs ante sē!

Etc.





Typical TPR lesson

1. Intro (first day); warmup & review (other days)

2. Teacher says commands & does them at the same time.

3. Teacher says commands, gestures commands, students perform them. (in vocative plural)

4. Teacher says commands, students perform them.

5. Teacher commands individual students (in vocative singular)

6. Students command teacher

7. Spelling

8. Quiz

Erik Collins January 21, 2010 LATIN 4770: Methods and...

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Transcript of Erik Collins January 21, 2010 LATIN 4770: Methods and...